


Unit Instruction Sheets 

and 

Individual Instruction 



m 



Vocational Classes 

ROBERT H. RODGERS 
OAKLEY FURNEY 



CONTINUATION SCHOOL MONOGRAPH 



Unit Instruction Sheets 



AND 



Individual Instruction 



IN 



Vocational Classes 



Robert H. Rodgers 

specialist in Industrial Education and Teacher Training 
New York State Education Department 

Oakley Furney 

specialist in Part-time Education 
New York State Education Departtnent 



Published By 

C. F. Williams & Son, Inc. 

Albany, N. Y. 



CREDIT. 



In the preparation of this monograph the authors wish to give due credit 
for valuable suggestions and material secured from — 

R, B. Haynes, 

Teacher of Part-time Commercial Subjects, 

Amsterdam, N, Y. 

Miss Emma Conley, 

Specialist in Vocational Education r Girls, 

New York State Education Department. 

V. A. Bird, 

Director of Vocational Education, 

Utica, N. Y. 

M. S. Trew, 

Teacher of Sheet Metal Work 

Washington Junior High School, 

Rochester, N. Y. 

R. W. BURNHAM, 

Principal of the John Haaren High School, 

New York City. 

Mrs. Roxana C. Rodgers, 
Albany, N. Y. 



Copyright, J.?2^ 
Fred A. Williams 

JUL \2iS22 

©CI.A674891 



Table of Contents 
The Problem 

Chapter I 

Types of Unit Instruction Sheets and the Elements Entering into their 

Organization. 

1. Type Instruction Sheets. 

Carpentry Units for Use in a Continuation School 
Office Practice Unit for Use in a Continuation School 
Homemaking Units for Use in a Continuation School 
Homemaking Unit for Use in High School Classes 
Machine Shop Unit for Use in a Trade School 
Shop Mathematics for Evening Trade Extension Classes 
Industrial Arts Unit for Junior High School 

2. Defining the Unit Instruction Sheet. 

3. Elements Entering into the Organization of Sheets. 

Chapter II 

The Teaching Problem in Vocational Classes and the Need for Unit In- 
struction Sheets. 

1. The Teaching Problem in the Continuation School 

2. " " " " Industrial or Technical Schools 

3. " " " " Industrial Arts Classes 

4. " " " " Commercial Classes 

5. " " " " Homemaking Classes 

6. " " " " Agricultural Classes 

7. " " " " Evening V^ocational Classes 

8. Summary of the Teaching Problem 

Chapter III 
The Effective Use of Unit Instruction Sheets 

1. Suggestions on Organizing the Class 

2. The Place of Class or Group Discussion 

3. Assigning Work to Students 

4. Responsibility of the Teachers 

5. The Place of Reference and Notebook Work 

6. Physical Factors Having a Bearing upon the Use of Sheets 

7. Unit Instruction Sheets for Emergency Situations 

8. Recommended Form of Sheet 

9. Summary 

Chapter IV 
Summary of the Value of Unit Instruction Sheets 

1. Scope of the Plan 

2. Results that may be Expected 

3. Bibliography 



UNIT INSTRUCTION SHEETS AND 
INDIVIDUAL INSTRUCTION IN VOCATIONAL CLASSES 



The Problem 

Present day thought and practice in the field of elementary and secondary 
education are distinctly in the direction of adapting subject matter and 
procedure to the pupils' individual needs and capacities. To verify this 
it is only necessary to note the contents of the programs of the various 
educational conventions or gatherings or to glance through the announce- 
ments of regular or summer courses in the many schools of education. 

The junior high school is one of the foremost of the numerous institu- 
tions attempting to offer diversified curricula. Its steadv growth is due 
to a recognition of the fact that public education can no longer be extended 
in terms of formalized mass education but must be developed in terms of 
the needs of individuals. Hence today there is found, usually beginning 
at the seventh year, a school organization that provides for the needs of 
both sexes — a departmentalizing of the school program and an offering of 
elective courses in several fields. The function of a well organized junior 
high school is to introduce the child to the occupational world in a compre- 
hensive manner, to assist him in determining his future occupational activ- 
ities and to bring to him that kind of an education that will help him 
directly and indirectly in his future occupation. This movement in educa- 
tion comprehends not only the child preparing for college but it also offers 
educational opportunities for those not so fortunate who must enter early 
upon wage earning careers in industry, commerce, agriculture or in home- 
making. 

The recent movement towards applying educational measurements and 
tests to school children is another indication of the trend of educational 
development. This scientific testing is an effort to classify and sort 
children into groups according to like capacities, desires and interests. 
The proper classification of pupils will enable teachers to offer the instruc- 
tion that will be of most benefit to groups having varying abilities and 
interests. It will pave the way for special classes for subnormals, other 
classes for those of average ability and still others for the very bright indi- 
viduals. All these efforts point to very specific tendencies in educational 
progress. These tendencies are all parts of a movement to provide in the 
most effective way instruction and guidance for the individual child. The 
trend of thought and practice is away from thinking in terms of many 
hunderds of children and toward the needs of this child and that child. 

V^ocational education is a phase of education that offers an unusual 
opportunity for the development of procedure and practice that will serve 
individual pupils. The comparative newness of vocational education and 
its lack of traditional practices is a decided advantage to those teaching 
in this field who are attacking the problem of organizing and using individual 
instruction material. This is especially true in the case of the continuation 
school problem where the need for such material is acute. The success of 
the continuation school is dependent upon the effectiveness of individual 
instruction. Vocational teachers have an opportunity for pioneering in 
educational procedure that will eventually modify and improve all classroom 
technique. 

This monograph has been prepared with the hope and desire that it may 
present suggestions to directors, supervisors and teachers of vocational 



subjects and thus point the way to a more effective organization of teaching 
material and a his/her standard of instruction. 



Chapter I 

Types of Unit Instruction Sheets and the Elements Entering into their 

Organization. 

1. Tjrpe Unit Instruction Sheets 

The purpose of this monograph is (1) to present a number of good type 
unit instruction sheets used in different fields of vocational education, 
(2) to analyze the type sheets for the purpose of determining the elements 
that enter into their organization, (3) to determine the real teaching prob- 
lem in vocational classes and the part which unit instruction sheets will 
play in its solution, and (4) to suggest effective methods of using the teach- 
ing material following its organization. 

Type unit instruction sheets are here presented for several distinct fields 
of vocational education. Each unit has been carefully selected to indicate 
the application of the unit instruction idea to a special field with its accom- 
panying problems. 



UNIT INSTRUCTION SHEET 
PART-TIME OR CONTINUATION SCHOOL 

Course: Building Trades — Carpentry, Unit No. 1 

Objective of the Unit 

Dress material for miter box to following dimensions; 
1 Pc. Basswood, M" x 6" x 18" 
1 Pc. Basswood, ^" x 5" x 18" 
1 Pc. Basswood, 1" x 5" x 18" 




Operations 



1. Select anyone of the thr9e piece 
of stock and pick the best face. 

2. Place piece on bench against 
stop with selected face up and 
grain in the direction of planing. 

3. True up face of piece with jack 
plane, testing for trueness with 
edge of plane, square or straight 
edge and mark with a face mark. 
Call this the working face. 

4. Clamp piece in vice with best 
edge up and grain in direction of 
planing. 

5. Plane the edge true and at 
right angles to working face, using 
the try square and straight edge 
for testing. Mark with face mark 
and call working edge. 

6. True-up and mark with bench 
marks the working face and work- 
ing edge of the second and third 
pieces of stock. 



7. Set marking guage to ^" and 
with head against the working face 
mark with a clean cut line on both 
edges of stock to be used for the 
sides of the miter box a thickness 
line. 

8. Set marking guage to 1" and 
mark bottom piece of box in similar 
m.anner. 

9. Plane all three pieces o the 
thickness indicated by guage lines 
testing for trueness as the finish- 
ing cuts are taken. 

10. Set marking guage to 5" and 
guage the bottom, and the narrow 
side to that width. 

11. Set marking guage to 6" and 
guage the rem.aining side to that 
width. 

12. Plane second edge of all three 
pieces to guage lines and test with 
try square and straight edge. 

13. With knife, rule and try square 



lay off from working face 18" on 

working face of each piece. Lines 

should not be squared across closer 

than Y^" from ends. 

14. Hold stock on bench hook and 

w^ith cross-cut hand saw cut pieces 

to length, in each case sawing just 

outside of knife line in the waste 

stock. 

Read: Trade Foundations, page 

289, paragraphs 16, 24, 25, 32, 58, 

65. 

Essentials of Woodworking, 

pages 36 to 46. 



Related Drafting 



Tools and Materials 



1. Make a three view free-hand 
working drawing on cross-section 
paper of the miter box, using a 
scale of approximately 3" to the 
foot. Place all necessary dimen- 
sions on the drawing. 
Read. Mechanical Drawing for 
High Schools, pages 2-6, 21-30. 



1. Cut from trade journals or cata- 
logs pictures of the following car- 
penter's tools and mount them in 
your note book with the name 
under each: jack plane, try square, 
marking guage, hand saw, back saw 
and bench hook. 

2. What are some of the things 
basswood is used for? 



Trade Science 

Prepare for your note book the 
following: 

1. Why is it that lumber is not 
immediately used for buildings 
and furniture after being cut from 
the logs? 

2. What are two ways of seasoning 
lumber after being cut so it can be 
used for carpentry and cabinet 
work? 

3. Describe what happens when 
lumber is seasoning. 

Read. Trade Foundations, page 
186. 



Trade Terms 



3. Why were you instructed to 

select the best face of the piece 

of stock to plane first? 

Read. Trade Foundations, page 

198. 



Vocational Guidance 

Prepare for your note book the 
following : 

1. Why is the work of the carpen- 
ter very important? 

2. Name some of the things a car- 
penter does during a day's work. 
Read. Trade Foundations, page 
83. 



Place in your note book the mean- 
ing of the following terms : 
Face mark Warped 

Working face Scale, 3" to 1" 

Working edge Grain 

Miter 

Read. Trade Foundations, page 
185, Essentials of Woodworking, 
page 40. 



Trade Mathematics 

Preliminary Drill Problems 

Note : The drill problems are pre- 
pared for those students not ready 
to take up the job problems. 

1. Give the decimal equivalents of 
the following: 

1 If X II . 3 1/. 1 '/ . 5." . 3 11. I'l . 
8i4'8'2'8>4:>8_i 

2. Add the following dimensions 
as found on the rule: 

II" Plus ir- 

I" Plus U"= 
If" plus 1|"= 
If" plus f "= 

1 foot plus 3f "= 

3. Subtract the following dimen- 
sions: 

|"minusi"= 
if" minus f"= 
2J" minus f"= 

1 foot minus 6|"= 

4. Divide the following ^ dimen- 
sions into equal parts: 

5" divided by 2= 
6" divided by 4= 
7 " divided by 4= 
14" divided by 8= 
9" divided by 8- 



Job Problems 

1. Draw a line of the length in- 
dicated by each dimension below 
and place above the line the given 
dimension and the part of a foot 
that it equals, for example, 

■2" 1 / 

o — 4 

J , ^ , i.2 , ^2 ) •'-'-'2 I ' 2 

2. The mechanical drawing of the 
miter box is to be made to a scale 
of 3" to 1 foot. Work out on that 
scale the following dimensions: 
6"; 18"; l";5";6i";f" 

3. Use the following formula to 
figure the board feet in the exam- 
ples: 

Bd. ft. = No. of pes. x L x W X T 

12 
L = Length of board in feet 
W = Width of board in inches 

T = Thickness of board in inches. 

3 pes. 1 " X 12" X 16' 
6 pes. U" X 10" X 14' 

4 pes. I" X 14" X 12' 



9 

Safety and Hygiene 
Prepare for your notebook the following: 

1. In sawing off the ends of the stock for the miter box the saw jumps 
from the piece and cuts the thumb of the left hand; describe how the work 
and the saw should be held to prevent such an accident. 

2. How would you proceed to care for a cut as described above? 

3. Name several things that you consider essential to your own health, 

4. Why is physical fitness an asset to you as a worker? 

Read: Hygiene for the Worker, page 187. 

English 
Preliminary Drill Assignment 

Note: To be used where student is not ready for the regular work. 

1. Study each of the correct forms below and write a sentence contain- 
ing the correct expression. 

Correct Use Incorrect Use 

I am not I ain't 

He is not He ain't 

We are not We ain't 

I haven't any I haven't got none 

We have no We ain't got none 

Regular Assignment 

1. Read "The Toll of Big Timber" in the Worker and His Work, pages 
141-146. 

2, Tell in a few words what a swamper and a bucker do in the woods. 

Civics, Industrial and American History and Economics 

Note: This suggested material should be used for class or group discussion. 

1. Do most of the people you know work; what are some of the occupations 
at which they work? 

2. Why do all those people work? 

3. Is there any difference in working for yourself or working for an employer? 

4. If an employer buys your time, what are some of the things you should, 
give him? 

Read: Elementary Social Science, pages 21-24. 



10 

Comment on Carpentry Unit No. 1 

The instructor should demonstrate at the opening of the class the use 
of the tools necessary to dress a piece of stock to all the pupils that are 
in the same stage of progress on the miter box. A demonstration should 
always be short and include enough participation by the pupils to insure 
their getting the essential information. It is very desirable not to make 
it longer than fifteen or twenty minutes. 

Immediately following the demonstration the pupils take up their in- 
dividual work. The teacher should have on every bench the necessary 
tools, all in good condition, three pieces of rough stock and the unit instruc- 
tion sheet. 



11 



UNIT INSTRUCTION SHEET 
PART-TIME OR CONTINUATION SCHOOL 

Course: Building Trades — Carpentry, Unit No. 2. 
Objective of the Unit 
Assemble the miter box and make the 45° and 90° cuts. 




Operations 

Assignment for student. Prepare for your note book the list of processes 
necessary to perform each of the following operations and have the approval 
of the teacher before proceeding: 

1. Locating centers of screw holes. 

2. Boring and countersinking screw holes. 

3. Assembling sides and bottom. 

4. Laying-out the 45° and 90° cuts. 

Read: Trade Foundations, Section IV, par. 17, 18, 20, 21 54, 55, 57. 
Essentials of Woodworking, Chapt. IV. 



12 



Related Drafting 

1. Make a complete three view 
mechanical drawing on 9" x 12" 
drawing paper of the miter box 
using a scale of 3" to 1 foot. 
Read: Mechanical Drawing for 
High Schools, pages 3, 4, 5, 6, 7. 



Trade Terms 

Place in your notebook the mean- 
ing of the following terms: 

1 . Assembling 

2. Countersinking 

3. Toe-nailing 



Trade Science 

Prepare for your note book: 

1. Explain briefly what is ment by 
plain sawed lumber ; quarter sawed 
lumber. 

2. Explain the effect of the method 
of sawing on the warping of lumber. 
Read: Trade Foundations, pages 
185-186. 



Vocational Guidance 

Prepare for your note book: 

1. Explain how people learn the 
trade of carpentry. 

2. What does an apprenticeship 
mean to you? 

Read: Trade Foundations, page 
83. 



Tools and Materials 

Prepare for your notebook: 

1. Five important facts concern- 
ing basswood. 

2. Name three tools that may be 
used to lay out a 45° angle. 

3. Why is it always desirable to 
bore the holes for a screw slightly 
larger than the diameter of the 
screw? 

4. What does the term, 1|", num- 
ber 10, flat head, bright wood 
screw mean? 

Read: Trade Foundations, pages 
198, 290, 291. 



13 



Trade Mathematics 



Job Problems 



Preliminary Drill Problems 

Note : The drill problems are pre- 
pared for the students not ready 
to take up the job problems. 

1. Give the decimal equivalents of 
the following: 

1 // . _5_ // . _9_ // . 13. // 
16 '16 >16 116 

2. Add the following dimensions as 
found on the rule: 



3 It 
16 
5 // 



4. _5_'/ 

^ 16 
4. 3// 
^ 4 



1. Add the different dimensions on 
the width of the miter box and give 
the over all width. 

2. Four screws are used on the 
sides of the miter box, the first 
ones are to be placed 2\" from 
either end; how far apart will the 
others be if spaced equally? 

3. If the cut for the 45° angle is 
started Z\" from one end of the 
box how far will the cut be from the 
end on the other side of the box 
under construction? 



11 y 

16 
3." 

4 



3. Subtract the following dimen- 
sions: 



1 


15 '/ 


6 


7 n 


7 


3 V 


16 


16 


4 


1 


1 // 
4 


5 


15 '/ 
16 


3 


13 // 
T6 






11 


Y 










7 


_5_// 
16 







Safety and Hygiene 

Prepare for your notebook: 

1. Why is it dangerous to pass a 
finger over the head of a screw 
after it has been driven home? 

2. Enumerate five things that you 
are doing to keep in good physical 
condition. 

3. Indicate three more things which 
you should be doing. 



4. Divide the following dimensions 
into equal parts: 

lOi" divided by 6 

9f " divided by 3 

7|" divided by 5 



14 

English 

Preliminary Drill Assignment 

Note : To be used where student is not ready for regular work. 

1. Study each of the correct forms below and write a sentence containing it. 

Correct Use Incorrect Use 
I did I done 

They did They done 

They were They was 

We saw We seen 

The boys saw The boys seen 

Regular Assignment 

Read: "The Toll of Big Timber" in The Worker and His Work, pages 
141-146, and prepare a written description of approximately 200 words 
of the felling of one of the large trees. 

Civics, Industrial and American History and Economics 

Note: This suggested material should be used for class or group discussion. 

1. Name and discuss three provisions that the State has made for the wel- 
fare of young workers. 

2. Discuss in detail the reasons for the State enacting laws to provide for 
the welfare of young workers. 



15 

Comment on Carpentry Unit No. 2. 

The teacher will demonstrate the new processes and operations involved 
in the unit to those pupils who are ready for the advanced work. Again 
it is very desirable for the learner to participate in the demonstration with 
its accompanying discussion. 

It will be noted that the assignment of the operations is somewhat 
different from the assignment on the first unit. Following the second 
demonstration the pupils report to their benches with their unit instruction 
sheets and proceed to work out in their note books the new processes to be 
performed in assembling the miter box. Actual work is not started by 
individual students until the plan of procedure is checked by the teacher. 



16 

UNIT INSTRUCTION SHEET 
PART-TIME OR CONTINUATION SCHOOL 

Course: General Ofifice Practice — Filing, Unit No. 

Objective of the Unit 

Filing by the use of the direct name system. 

Filing Assignment 

1. Secure the telephone directory and note carefully the location in alpha- 
betical order of such names as McDonald, O'Connell, MacFarland, LeRoy 
and Van Buren. Prepare a brief statement for your notebook indicating 
the alphabetical location of these names. 

2. Rearrange the following names in your notebook according to the proper 
alphabetical order : 

Mann, Robert Bell, Kathryn 

Russell, William Wilson, Harry 

Thomas, George McConnell, Thomas 

Theisen, Grace Nelson, Elixabeth 

O'Connor, Peter MacDouglas, Bruce 

Bauer, Mary Volk, Mary 

Bell, Robert Mannell, Henry 

Olden, Sarah ' Sanson, Joseph 

O'Donnell, Richard Van Buren, Lee 

Anner, Hazel LeRoy, James 

3. Using an individual filing box equipped with one fourth of the 80 guide 
cards, file the miscellaneous correspondence that has been assigned to you, 
first sorting it alphabetically. 

4. Following the checking of the filing by the teacher or another pupil, 
prepare answers for your notebook on the following: 

Why is it desirable to first sort material that is to be filed alpha- 
betically? 

Of what value is the numerical feature of the direct name filing 
system? 

State briefly what you consider to be the purpose of a filing system? 

Read: Modern Filing, Chapt. IV, Vertical Filing. 



17 



Related Subjects 

Business Terms and Abbreviations 

1. Write the following terms with their abbreviations in your notebook. 
Use the dictionary if necessary. 



Street 

Company 

Barrel 

Steamship 

President 

Assistant 



Forenoon 

Package 

Merchandise 

Secretary 

Treasurer 

Railroad 



Agent 

Building 

Cash on deliver5^ 

Free on board 

Afternoon 

Account 



Problems in Commercial Arithmetic 

1. Find the amount of postage paid on ten pound packages sent to the 
following zones, using the standard rate: 

17 packages to zone 1, rate $0.14 



27 


" " 3, 


" $0.24 


11 


" " 4, 


" $0.43 


19 


" " 5, 


" $0.62 


43 


" " 7, 


" $1.01 


9 


" " 8, 


" $1.20 



2. Prepare a table which will show the number of packages shipped to 
each zone, the rate for each zone, the total cost of mailing to each zone, 
the total number of packages mailed and the total cost. 



Health and Hygiene 

Prepare the following for your notebook: 

1. Give some of the effects on the health of ill-fitting shoes. 

2. What do you consider to be the requirements of well-fitting shoes.? 
Read: The Hygiene of the Worker. 



18 

Vocational Guidance 
Prepare the following for your notebook: 

1. What is the usual order of promotion in your present place of employ- 
ment? 

2. What would be your next position if you were promoted ? What are 
the major duties of the position above you? 

3. What can you do to prepare for this promotion? 



English 

1. Read in Parton's, Captains of Industry, page 101, the story of Abbott 
Lawrence the Merchant, and then place in your notebook a very brief state- 
ment giving three reasons why you think he was so successful. 



Civics, American History and Economics 

Note: These topics are for class or group discussion. 

1. Name a number of different kinds of stores, both retail and wholesale. 

2. Tell some of the reasons why it is necessary to have stores of all kinds. 

3. W^hat is the relation between the retailer, the wholesale houses, the 
farmer and the manufacturer? 

Read : 



19 

Comment on the Office Practice Unit 

The teacher will find it very desirable to demonstrate on the blackboard 
to those pupils who are ready to take up the filing unit the alphabetical 
relation of names in the telephone directory. The demonstration with 
its accompanying discussion will serve to start the members of the class or 
group together. On the second assignment it is reccomended that cards 
be used instead of a list of names if is possible to secure a large number of 
old school records or indices of correspondence. 

The third assignment involves the use of an individual filing box which 
is a shallow six inch section of a standard letter file. The twenty guide 
cards or one fourth of the 80 guide card system with which each box is 
equipped means that the pupils will have practice on only a limited range 
of the alphabet. By exchanging boxes, the practice may be extended. 



20 

UNIT INSTRUCTION SHEET 
PART-TIME OR CONTINUATION SCHOOL 

Course: Homemaking, Foods, Unit No. 

Objective of the Unit 

To cook eggs in tliree ways, soft boiled, poached, and scrambled; to 
study the simple facts about their importance, digestibility and uses in 
cookery. 



Directions for Cooking Eggs 

1. Soft boiled Eggs. 

Place eggs in boiling water in a tightly covered saucepan. Remove 
pan from the fire and allow to stand for seven minutes. 

2. Poached Eggs. 

Rub a shallow pan lightly with butter. 

Fill pan two-thirds full of boiling salted water, allowing | tablespoon 
of salt to one quart of water. 

Break each egg separately into a saucer and slide gently into the water. 

Keep water under the boiling point. When there is a film over the 
tops of the eggs and the whites of the eggs are firm, remove care- 
fully with a perforated pancake turner to slices of toast. 

3. Scrambled Eggs. 

5 eggs I teaspoon salt 

I cup milk I teaspoon pepper 

2 tablespoons butter 
Break eggs in a bowl and beat slightly with a fork. 
Add salt, pepper and milk. 
Heat frying pan, put in the butter, and when melted, but not browned, 

turn in the egg mixture. 
Cook until of creamy consistency, stirring and scraping from the 
bottom of the pan. 



21 

Problems Relating to Materials 
Note: Place answers in your notebook. 

1. Describe briefly the process of cold storage of eggs. 

2. What is the object in the home of packing eggs for winter use? 

3. How do stores generally test eggs for freshness? 

Problems in Related Science 

Note: Place answers in your notebook. 

1. What essential part of a meal do eggs furnish? 

2. What is their main function as a food? 

3. Why are they so much used for young children and invalids? 

4. Describe the process that takes place when eggs are soft boiled. 

5. Why is frying a poor way to cook eggs? 

6. How long should eggs be cooked if they are desired hard boiled? 

7. If breakfast is to be served at 7:30 and soft boiled eggs are on the 
menu, what time would you start to prepare them? 

Problems Relating to Home Management 

1. Name several dishes in which eggs are used; specify three different 
functions which eggs serve in cookery, giving examples. 

2. How should the price of eggs influence the planning of meals in the 
homes? 

3. If nine eggs (or one pound) equal in food value one pound of round 
steak, which would be cheaper to serve when eggs are 60c a dozen and 
round steak 35c a pound? With round steak at 35c a pound and eggs 
at 36c a dozen? 

English 

Read in Vocational Guidance for Girls, chapter X, The Girl's Work. 
Prepare from the reading assignment a short write-up that will tell the 
major fields of work entered by wom.en and the average length of service. 



22 

Hygiene and Sanitation 

Note: Place answers in your notebook. 

1. Word five rules that you believe everyone should observe concerning 

eating; give your reasons for selecting the rules. 
Read: Hygiene of the Worker. 

Civics, Industrial and American History, Economics 

Note: This suggested material should be used for class or group discussion. 

1. What are some of the factors responsible for the movement each year 

of more and more women into occupations outside the home? 

2. Compare home conditions and activities of today with those of fifty 
years ago and draw conclusions concerning the effects of the changes. 

References for this Unit 

Conley: Nutrition and Diet, Chapt. VIII. 
Farmer: The Boston Cooking School Cook Book, pages, 94-96. 
Bailey: Source, Chemistry and Use of Food Products, pages 429-439. 
Hunter and Whitman: Civic Science in the Home, pages 94, 104-105. 



23 

Comment on the Egg Unit 

This egg lesson is one of the preHminary lessons leading to the serving 
of a breakfast. 

The teacher may find it wise to demonstrate the cooking of poached 
eggs. The reading of the recipe for the soft cooked eggs may convey the 
necessary information to the pupil without actually cooking the eggs. 

The amount of material to be used is debatable but a good principle to 
follow seems to be that of using meal size portions unless very good prac- 
tical reasons would dictate otherwise. 

The following method of procedure is suggested for use with the instruc- 
tion sheet: (1) the teacher gives the demonstration and develops the 
essential information, (2) stu.dents take their instruction sheets, secure 
their materials and start upon the cooking of the eggs. The type sheet 
gives explicit directions in this instance. Other sheets would require that 
the pupil fill out the directions following the demonstration by the teacher 
before beginning the actual work. It is recommended that recipes be 
supplied in mimeographed form for insertion in notebooks. 



24 

UNIT INSTRUCTION SHEET 
PART-TIME OR CONTINUATION SCHOOL 

Course: Homemaking, Foods, Unit No. 

Objective of Unit 
To plan a good, well served breakfast for a family of four adults. 

Preparation of a Plan for a Breakfast 

1. Plan a menu containing the proper proportion of the right foods for 
different bodily needs. Have it checked by the teacher before pro- 
ceeding. Use references if necessary. 

2. Make a marketing list estimating the total cost of the meal; also the 
cost per person. 

3. Plan the actual procedure of cooking and serving the bi-eakfast, stating 
time needed for preparation of each food. Route the work as it would 
be done by one person in the home. Have this and the miarketing 
list also approved by the teacher. 

References: Conley, Nutrition and Diet, Part I. Chapt. IV. 

Hunter and Whitman, Civic Science in the Home, pages 
108-109. 
Bradley, Woman's Home Companion, April, 1922. 

Problems in Related Science 

Note: Prepare answers for your notebook. 

1. Why is fruit necessary in the diet? 

2. Name the main food elements present in the different dishes of your 
menu and compare them with an approved menu, 

3. If it were necessary to cut down the cost of your meal how would you 
change it? -r u 

4. Indicate how you would modify the menu you have prepared if the 
family contained a six year old child. 

5. Compare the breakfast menu of today with that of forty or fifty years 
ago. 



25 

Problems in Hygiene and Sanitation 

Note: Prepare answers for your notebook. 

1. How do you think a housekeeper should dress for the early morning 
hours? 

2. Why should the dining room be aired each morning before breakfast? 

Problems in Home Management 
Note: Prepare answers for your notebook. 

1. What effect does the breakfast atmosphere exert on the family, physi- 

cally and mentally? Why of all meals should it be served punctually 
and in an orderly manner? 

2. What is the first thing to do in order to accomplish such a breakfast? 

3. Suggest three ways of saving time in the morning in its preparation. 

4. Name some attractive time-saving breakfast equipment. 

5. What is the duty of the family toward the housekeeper in regard to 
punctuality at meals? 

6. If this breakfast averages one fourth of the daily cost of food, what 
would be the cost of food for the family for a week? 



Read "The Little Woman and the Busy Man" by Eleanor Hoyt Brainerd 

(Stories of the Day's Work, Davis and Getchell). 
Write a short paragraph contrasting the handling of the servant by the 

Little Woman and the Busy Man. 



Civics, Industrial and American History, Economics 
Note: This suggested material should be used for class or group discussion. 

1. Name five labor saving devices used in the home and explain what 
bearing they have upon home life. 

2. Name some labor saving devices used in your place of employment 
• and show how they affect the worker. 

3. Discuss the desire of all people to reduce the amount of labor required 
to do the ordinary routine things of life and some of the things which 
this has meant. 

References 

Conley, Nutrition and Diet, Part I, Chapt. IV, V, VI ; Part II, pages 124,125. 
Bradley, Woman's Home Companion, April, 1922 (a very helpful article). 
Frederick: The New Housekeeping 
Willard and Gillett: Dietetics for High Schools, Chapt. X, XL 



26 

Comment on the Meal Planning Unit 

This particular lesson might be called a cumulative unit. Table service 
and the preparation of the individual dishes have been taught in previous 
lessons. The purpose of the proposed lesson is to have the pupils realize 
the importance of the properly planned, punctual, well served breakfast 
and show them how to proceed to accomplish it. 

The actual preparation and serving of the planned breakfast would 
follow in the next lesson. The pupils will have made their own instruc- 
tion sheets for this in the preparation of their plan including the menu, 
marketing list and routing of the work. 



27 

UNIT INSTRUCTION SHEET 
HIGH SCHOOL DEPARTMENT OF HOMEMAKING 

Course: Homemaking, Clothing, Unit No. 

Objective of the Unit 

Removal of common spots and stains: 

Coffee, tea, cocoa and fruit stains from table linen. 
Grease spots from wool or silk. 
Fresh paint from clothing. 



Directions for Removing Stains ' 

Note : Record in your notebook each operation and its results. 

1. Removing coffee, tea, cocoa or fruit stains from white table linen : 
Hold stained article, if freshly stained, tightly over a basin. 
Pour hot or boiling water from a height over the stained part. 

Dry stains are soaked in Javelle water diluted with hot water and then 

rinsed in boiling water and diluted ammonia. 
Prepare for your notebook one other method of treating obstinate stains. 

2. Removing grease spots on wool or silk: 
Brush fabric thoroughly. 

Place a thick pad of clean white cloth or blotting paper under the 

soiled spot. 
Saturate a second clean white cloth with gasoline or benzine and rub 

gently on the spot in a circular motion from the outside toward 

the center. 
Salt is frequently added to the gasoline and then brushed off after the 

latter evaporates. 
Fresh spots are removed with hot water, with or without soap if the 

material can stand water. 
Brown paper laid over the spot and a hot iron applied will remove 

many spots. 
French chalk or magnesia placed thickly on the spot and allowed to 

remain for a day and then brushed off removes the grease. 

3. Removing fresh paint from clothing. 

Sponge with turpentine or wash with yellow kitchen soap and water. 
If spot is dry, soften with vaseline and rub with vinegar. 



28 

Problems in Related Science 

Note: Place answers in note book. 

1. Explain what takes place when hot water is poured over fruit juice 
spots on table linen. 

2. What is Javelle water and how is it made? 

3. Why is a circular motion used in rubbing out spots in a woolen fabric? 

4. What is the action of salt when used with gasoline on woolens? 

5. What does gasoline or benzine do to grease? 

6. What happens v/hen brown paper and a hot iron are used to remove a 

grease spot? 

7. What action takes place when turpentine is applied to a paint spot? 

Problems Relating to Materials 

Note: Place answers in note book. 

1. What textile materials are classified as the animal fibers? Why? 

2. What textile materials are classified as the vegetable fibers? Why? 

3. Why is it desirable to remove all spots and stains as soon as possible? 

4. What are some of the materials that will not stand treatment with water? 

5. What are the safety precautions that must be observed in using gas- 

oline or benzine? 

6. What are some of the best patented cleaners that are safer than gas- 

oline or benzine? 

Problems Relating to Home Management 

Note: Place answers in note book. 

1. What relation is there between home management and a knowledge 

of how to treat spots and stains on textile fabrics? 

2. Indicate the procedure of the efficient homemaker in treating stained 
and spotted table linen and wearing apparel? 



References 

1. Woolman, Clothing, pp. 212-215. 

2. U. S. Department of Agriculture, Farmers Bulletin No. 861. 

3. Richards and Elliott, Chemistry of Cooking and Cleaning, pp. 126-133. 

4. Proctor and Gamble — Laundry Manual (free on application). 



29 

Comment on the Clothing Unit 

The homemaking teacher will find it desirable to demonstrate the re- 
moval of one or two spots or stains and discuss the general principals that 
must be observed in teaching textile fabrics. At the close of the discus- 
sion, pupils will receive their assignments, one group starting with the linen, 
another with the wool or silk and the third with the problem of removing 
paint from clothing. As the students complete their initial assignment 
they rotate to the problems with the other materials. 

The supply of materials for these exercises may offer some difficulty to 
the teacher. It has been found in some instances possible to have mater- 
ials brought from the pupils' homes and in other cases teachers have found 
it more satisfactory to provide them. 



30 

UNIT INSTRUCTION SHEET 
UNIT TRADE OR INDUSTRIAL SCHOOL 

Course: Machine Shop, Lathe Unit, No. 1. 

Objective of the Unit 
Rough turn the shank of T-rest bracket for 8" grinder. 




Operations 



1. Chalk end of casting and locate 
centers by means of a center square 
or dividers. 

2. Punch centers at the intersec- 
tion of scribed lines. 

3. Test trueness of centers by plac- 
ing castings in lathe between cen- 
ters revolve by hand and hold piece 
of chalk against revolving surface. 
Chalk marks indicate high spots. 

4. Re-punch centers if not true. 

5. Place a drill chuck with a com- 
bination drill and countersink on 
head spindle of lathe. 

6. Locate and lock tail stock with 
about 5" clearance between the 
center and the drill. 

7. Start lathe and place end of 
casting on tail center feeding to the 
drill by turning the hand wheel of 
tail stock. 



8. Drill to a depth of J inch. 

9. Remove drill chuck from lathe 
and fasten a common lathe dog to 
shank of casting. 

10. Place casting between centers, 
adjust tail stock so work revolves 
freely, oil tail center and lock tail 
stock securely. 

11. Adjust speed to cut 40 to 55 
feet per minute. 

12. Adjust the tool securely in 
tool post with cutting edge slightly 
above center of work and not too 
far from post. 

13. Start lathe, move carriage to 
tail stock end of casting and true 
up face of boss. 

14. Stop lathe, remove work from 
machine and attach clamp lathe 
dog to cored end of bracket. 

15. Place job between centers and 



secure in manner described in 10. 

16. Start machine and face the 
shank end of casting to required 
length. 

17. Remove facing tool from holder 
and replace with a diamond point 
tool. 

18. Set tool and carriage and take 
roughing cut on shank of casting 
deep enough to cut under the scale. 

19. Test piece after first cut with 
calipers for straightness and for 
being parallel. 

20. If not true adjust tail stock so 
cut is parallel and true-up job. 

21. Remove job from lathe. 



31 



Related Drafting 

1. Make a two view free-hand 
working drawing on cross-section 
paper of a casting f " in diameter 
and 3" long. 

2. Make a two view free-hand 
working drawing on cross-section 
paper of a casting If" in diameter 
If" in length with a f " diameter 
hole running through the long way. 

3. Prepare a full size machanical 
drawing, fully dimensioned of both 
castings. Place both drawings on 
one sheet. 

Read: Mechanical Drawing for 
High Schools, pages 2-6; 21-30. 



Trade Science 

Prepare for your note book. 

1. Why are the bearings of the 
lathe, the screw and the gears oiled 
frequently? 

2. Why is it necessary in setting 
the cutting tool in the holder to 
have it a slight amount higher than 
the center of the revolving work? 

3. Describe what takes place when 
the revolving work is running too 
fast and the tool is put up against 
it. 



Tools and Materials 

1. Tools. Select and cut from cat- 
alogs and trade journals good types 
of the following machines and tools 
and paste them in your note book. 
Place the name under each. 
Engine Lathe Machinist's 
hammer 
Lathe head-stock Center Square 
Lathe tail-stock Dividers 



Lathe Carriage 
Facing tool 
Diamond point 

tool 
Drill chuck 

Punch 



Scratch 

Scale 

Outside Calipers 

Common lathe 

dog 
Clamp lathe dog 



Combination drill and countersink 
Read: Machine Shop Primer. 

2. Materials. Prepare for your 
note book the following : 
Where is iron ore found? 
Describe how iron ore is changed to 

pig iro_n._ 
How does pig iron become cast iron? 

Read: Trade Foundations pages 
207-208. 



Read: How to Run a Lathe, 

pages, 19, 30. 



Trade Terms 

1. Place in your note book the 
meaning of the following terms: 
Running hot Cut under the 

scale 
High spots Tool above center 

Shank of casting Finish 
Cored end Rough turn 

Boss 



32 



Trade Mathematics 

Preliminary Drill Problems 

Note : This material is to be used 
where student is not ready for 
advanced work. 

1. At what sizes would you set a 
pair of dividers to scribe circles 
of the following dimensions: 

5 1'. 3 '/ . 1 1 '^ . -J 3. '/ . 15.'/. T_" • 9 

8 i4 J-'-S i ^8 J ^8 )8 i'^ 

1 _3_ " • 1 _9- " ■ 1 iA " • 

^16 ) ^ 16 ) J^ 16 ' 



3 V . JL5. '/ , 
J 16 1 



2. Give the decimal equivalents of 
the following: 



If/. If/. 3f/. If/. 3. W . 5r/. J7 // . 
2 '4 >8 )8 i8 >S ) 



3. The rough casting for the T 
bracket weighs 4f pounds, the 
finished casting weighs 4f pounds; 
what part of a pound was machined 
off ? how many ounces ? 



Job Problems 

1. The rough diameter of the shank 
to be turned is j^", what is the 
radius at which you will set the 
dividers to scribe arcs on the 
chalked end to locate exact centers? 

2. If the rough diameter of the 
shank of the casting is jf " and the 
finished diameter is f ", how much 
material is to be removed? If the 
material was removed at one cut, 
what would be the depth of the 
cut? 

3. Look at drawing of bracket and 
figure the over-all length of the 
finished casting. 

4. If the spindle of the lathe re- 
volves at 135 revolutions per min- 
ute, what would be the surface 
speed of 1" cylindrical casting? 
If" cyUndrical casting? 

Use the following formula: 
Dx 3.1416 X R. P. M. = S. S. in 
feet per minute. 



D = Diameter of job. 

R. P. M. = Revolutions per minute 

of spindle. 
S. S. = Surface speed. 



References : 

chinists. 



Mathematics for Ma- 



Safety and Hygiene 

Prepare for your note book the 
following: 

1. Tell briefly the safest way in 
which to hold the punch and ham- 
mer when locating centers. 

2. Describe what might happen if 
tail stock was not securely clamped 
when you attempt to drill centers. 

3. Why is it best to stop lathe 
when adjusting belt and shifting 
gears? 

4. Why is it not safe to set the 
cutting edge of the tool below the 
center of the work? 

5. Tell why the hands should not 
be placed upon revolving work or 
parts of the machine. 

6. What are some of the reasons 
for placing safety first signs about 
the shop? 

7. How would you proceed to care 
for a cut upon the hand; a bruised 
finger with blood gathering under 
the nail? 

8. Why is it necessary to deposit 
all oily waste in metal cans? 

9. Describe dangers to operators of 
machines of loose sleeves, aprons, 
coats, dangling neckties. 

10. State briefly the importance of 
good health to a worker. 

Read: Safety First for Vocational 
Schools, University of the State of 
New York, pp. 29-31; 35-36. 
First Year Lathe Work, South 
Bend Lathe Works, pp. 6-15. 
Tolman: Hygiene for the Worker, 
p. 187. 



33 

English 
Preliminary Drill Assignment 

Note: To be used where student is not ready for the regular work. 

1. Rules for capitals 

Use a capital to begin 

The first word of a sentence. 

Names of places, months, days, holidays, the Diety. 

The words I and O. 

2. ' Rules for punctuation 
Use a period 

At the end of a statement or command unless it is exclamatory 
After abbreviations and initials 

Use a question mark after a direct question. 

Use a comma to separate 

The names of a person or thing addressed 
..Explanatory words, phrases and clauses 
Words, phrases and clauses in series not connected by a conjunction 

3. Correct the following: 

my job is on a lathe that was made in Syracuse i entered school 
monday September the twelfth the governor of new york has declared 
armistice day a holiday 

is mr e d smith the teacher of drawing in the building wm jones the 
boy at that desk is the best base ball player swimmer and foot-ball 
player in school 

Regular Assignment 

1. Read "The Open Hearth" in the Worker and His Work, pages 178-191 
Name the principal characters of the story and the work that each 

had to do. 
Prepare a short story on the tapping of a heat. 
Look up in the dictionary the meaning of the following words, and 

write them in your note book: terra firma; cavernous; orbs; 

seething; silhouetted; dismal; circumspection; cronies; jest; 

honeycombs. 

Civics, Industrial and American History and Economics 

Note: This suggested material should be used for class or group discussion. 

1. What was there about "Pete the Open Hearth Man" that made him so 

well liked in the plant? 

2. What was there about the "Boss" that made you feel that you would 

not like to woi'k for him? 

3. List and discuss some of the things that make men respected and well 

liked by their fellow workers. 



34 

Comment on the Machine Shop Unit 

The instructor should demonstrate to the class or the group that is ready 
for the beginning work on the lathe the simple fundamental operations of 
oiling the lathe, adjusting the speed, stopping and starting the lathe, locat- 
ing centers on the casting, placing job in the lathe, adjusting tools, taking 
the first cut, and setting and using the calipers. The demonstration 
should be given in a sound pedagogical manner and be more than a mere 
showing process. 

After the completion of the demonstration and following an indication 
that the pupils received something fron it, they will draw their tool kit, the 
casting and the instruction sheet and proceed to a bench where they will 
lay out the centers, punch and test them and continue with the other in- 
dicated operations. 

The type sheet may appear to involve a large amount of work. It is 
true that it does, the aim of the sheet being, in this particular instance, to 
prepare an assignment that will require at least six clock hours of work 
on the part of the student. 



35 

UNIT INSTRUCTION SHEET 
EVENING TRADE EXTENSION CLASS 

Course: Mathematics for Machinists, Unit No. 

Objective of the Unit 
To adjust, read and test a standard micrometer caliper. 

M/C^OME TEH 




A'FFIAME D- SLEEVE 
B- ANVIL E-THIMBLE 

C- SPINDLE F-FIATCHET 



operations in Adjusting 

1. Open the anvil B and the spindle C far enough apart to admit the object 

to be measured. 

2. Close the jaws by slowly turning the thimble E until they touch the 

sides of the work. A click of the ratchet stop will indicate the 
proper pressure. 

3. Prove result of setting by moving micrometer up and down on the 

object being measured or by passing work between the anvil and the 
spindle with a slight rotative motion. 



Operations in Reading 

1. Sleeve D is graduated into vertical divisions of one fortieth part of an 

inch which in decimal form is .025. Every fourth graduation is 
numbered. 

2. Spindle C has 40 threads to the inch — one complete revolution of the 

thimble E opens the caliper one fortieth of an inch or one of the 
vertical divisions on D. 

3. Thimble E is graduated on the beveled side into 25 equal parts, each 

graduation is one twenty-fifth of one turn or 1/25 x .025 x .001 inch. 

4. The illustration shows 18 divisions on the horizontal scale of the sleeve 

D and 13 divisions past the zero position on the thimble E. The 
reading is 18 x .025 plus the .013 on the thimble or .463 of an inch. 



Testing a Micrometer Caliper 

1. Close the caliper completely with pressure enough to give one click of 

the ratchet stop. 

2. If the zero mark on the thimble stops at the zero mark on the sleeve 

and exactly on the line running along the axis of the sleeve the 
micrometer is true. 

3. If zero marks do not register the anvil may be adjusted so as to bring 

the thimble to the proper position. 



Problems 

1. What fractional part of an inch is a micrometer caliper opened by making 

one complete turn of the thimble? What decimal part of an inch? 

2. If the thimble is turned through 10 complete revolutions what part of 

an inch is the micrometer opened? 

3. Through how many turns must the thimble be moved to open the 

micrometer .5 of an inch? 

4. What part of an inch is indicated by the first line beyond zero on the 

sleeve? By the line numbered 3 on the sleeve? 

5. The sleeve reading is 3 and the thimble reading is 12 what is the size 

of the opening? 

6. How many turns must the micrometer be opened to read .075 of an 

inch? 

7. How would you set a micrometer to read .4375 of an inch? 

8. Reduce Ye inches to a decimal and tell how you would set a micrometer 

to read that amount? 



38 

The Principal of the Micrometer 

The micrometer is an instrument which makes an appHcation of the prin- 
ciple of the screw in measurement. Measurement by the micrometer de- 
pends upon the direct relation between the number of revolutions of the 
screw and the distance traveled by it. The object to be measured is placed 
between a fixed point called the anvil and a movable part called the spindle. 

One end of the spindle is threaded with a fine thread having a pitch of 
l/'40th of an inch. That is, there are 40 of these threads to one inch. 
Attached to the threaded end of the spindle is a cup shaped piece called the 
thimble. This thimble is knurled on the outside so that it may be used to 
turn the spindle. When the instrument is assembled the thinble slides 
dov/n over part of the frame which is threaded to match the thread on the 
spindle and acts as a guide for it. This part is called the sleeve and on it 
will be found a system of lines or divisions which when used in connection 
with a set of divisions on the beveled edge of the thimble, will indicate the 
longitudinal distance traveled by the spindle and the number of revolutions 
made by both the thimble and spindle. Now, knowing as we do, the pitch 
or lead of the screw, it is easy to determine the measurement or distance be- 
tween the spindle and anvil for any setting. 

References 

American Machinist Handbook 
Starrett: Catalog of Tools 
Smith: Advanced Machine Shop 
Burnham: Mathematics for Machinists 



Comment on the Mathematics for Machinists Unit. 

This particular type sheet presents each step for adjusting, reading and 
testing the micrometer and therefore may not require a demonstration on 
the part of the instructor. If a demonstration is advisable it is recommend- 
ed that a large drawing either on the blackboard or on paper be used to show 
the different readings. 

The instructor should also have a number of test pieces including sections 
of cold rolled stock, small tools, hexagon nuts, bolts and sheet or plate ma- 
terial from which students can make settings. 



39 

UNIT INSTRUCTION SHEET 
JUNIOR HIGH SCHOOL, INDUSTRIAL ARTS 
Objective of the Unit 

Course: Metal Trades — Sheetmetal No. 

To make a 6" square, galvanized iron seed box. 




~~~^ 



Bill of Material 

1 Piece galvanized iron, No. 26 or 28 
I Dozen 1 lb. rivets 
No. 13 wire 
Solder 

Operations 

1. Cut blank 10" square. 

2. Draw lines A-B and C-D V from each edge. 

3. Draw line E-0 \" from line A-B in each corner as shown. 

(Fig. 1.) 

4. Draw lines G-H half way between lines AB and EF. 

(Fig. 1.) 

5. Draw lines K-L Y from CD. (Fig. 1). 



40 





ec. 


A /r 


G£ 


c 




^v 




» 


Ft 


-t 


H 1- 










>Fyg-/ 


K 

c 


5 


B<i 


6 £ 




> 






h H 


B BH 


- 



6. Make prick|mark in center of the lines G-H and K-L. 

(Fig. 1.) m 

7. Measure in ^" from A and B and make dots. (Fig. 1). 

8. From these dots draw short oblique lines at an angle of 30° to the hori- 

zontal to meet the lines E-F. (Fig. 1.) 

9. Draw similar oblique lines at an angle of 30° to the horizontal from the 

corners O. (Fig. 1.) 



^s, 



:^iz: 



fe 



^^ 



10. 

11. 



12. 

13. 
14. 
15. 
16. 

17. 
18. 
19. 



Cut out corners. (Fig. 2.) 

Punch holes for rivets at prick marks in the center of the lines G— H 

and L-K. 
Break sides at 45° along lines A-B and C-D. 
Turn all edges for No. 13 wire, having edges so that wire will be on 

outside of finished box, using folding machine. 
Finish forming on square stake using hands and mallet. 
Form laps around sides and rivet. 

Cut wire 1 " longer than the distance around the top of box. 
Bend wire to exact size of top of box using vice and hammer. The 

joint in the wire should come about 1 " from a corner. 
Turn edge over wire using mallet and pliers. 
Set wire down with machine. 
Solder corners. 



41 

Vocational Guidance Problems. 

1. Secure a copy of U. S. Occupational Census and work out in your note- 
book a small chart showing the number of carpenters, painters, masons and 
sheetmetal workers in your city. Let a block I " wide and 1 " long represent 
the number of sheetmetal workers and draw the other trades by blocks in 
proportionate size according to the number employed. 

2. Prepare a very brief statement telling the following facts about the in- 
dicated trades in your city : 

There is 1 sheetmetal worker to every masons. 

There is 1 sheetmetal worker to every carpenters. 

There is 1 sheetmetal worker to every painters. 

3. Of what value to you is the above information if you are considering 
taking up the sheetmetal trade as your life work? 



42 

Comment on the Junior High School Unit. 

This particular project represents a few of the elementary processes and 
involves the use of fundamental tools and materials of the sheetmetal trade. 
One of the prime purposes of industrial activities in the Junior High School 
is to acquaint the boy with what the worker does, the economic and social 
conditions that surround him in his work, and with certain elementary sci- 
entific facts pertaining to operations, tool and materials. The type sheet 
has not endeavored to cover all the related informational aspects but has 
limited the material to what might make up a unit for one day's work. 

It is suggested in using the sheet that the instructor precede the actual 
work with a short effective demonstration and discussion for those pupils 
ready to take up the problem. Following this the pupils report to their 
benches, secure their tools and materials and start on the layout of the job. 
The problems in vocational guidance should be worked out at any time that 
the pupil is not able to proceed with his practical work or at the completion 
of the project. This material may be used very profitably for class or 
group discussion at different periods during the course. 



43 

2. DEFINING THE UNIT INSTRUCTION SHEET AND A 

STATEMENT PERTAINING TO ITS FUNCTION. 

A unit instruction sheet is distinctively a teaching agency to supplement 
the efforts of the teacher and in no case should be used to supplant the in- 
structor. It is one unit of a body of organized teaching material that has 
been prepared for the pupil to use under conditions that will insure the great- 
est amount of directed individual progress. It is specifically an agency 
that provides educational work for the pupils according to their varying 
abilities and interests for the duration of a class period. It is a means of 
attaining "self-education through purposeful activity." 

The entire" plan for individual instruction and the use of unit instruction 
sheets is not advanced as a scheme to overturn present pedagogical prac- 
tices but rather as a means of organizing and providing instruction that will 
' more nearly meet the need of the individual members of every class. It is 
recognized that class instruction will always have a place as a part of the 
work of the teacher and should be used in every instance where it is certain 
that all pupils will receive the maximum of benefit; if class instruction does 
not meet the above standard, group teaching should be utilized, and finally, 
if both class and group methods fail to reach and provide the greatest amount 
of instruction the pupil is able to assimilate, then it is absolutely essential 
that the individual method be used. In any case the unit instruction 
sheets will be utilized in connection with class work or group or individual 
instruction. This would rather indicate that the individual method is only 
of minor importance. An honest application of the principle stated in the 
preceding sentences will promptly demonstrate that individual instruction 
is of prime importance and has a most decided place in every class room. 

The unit instruction idea and the unit instruction sheet are not presented 
as a new idea. The entire plan in one form or another has been a part of 
good educational practice for a great many years. The form under dis- 
cussion is a composite development and represents the best of the instruc- 
tion methods employed by the correspondence schools, the best practice 
used in school science laboratories involving the use of manuals and the idea 
of the standard practice instruction sheet used in the factory. A fusion of 
certain elements of all three plans together with an observance of pedagog- 
ical principles resulted in instruction sheets of the form herewith presented. 

3. ELEMENTS ENTERING INTO THE ORGANIZATION 

OF THE TYPE INSTRUCTION SHEETS. 

It is quite discernible that certain common principles and elements have 
prevailed in all of the submitted type instruction sheets. They may be 
readily abstracted and presented for closer study. 

Relation of the unit instruction sheets and the course of study. The defini- 
tion of an instruction sheet stated that it was a unit of a course of instruction. 
It is therefore a distinct part of a course of study and not a loose, unattached 
piece of school work. As such it contributes directly to the accomplish- 
ment of the course objectives and their adaptations to meet individual needs. 

Relation of the unit sheets and a teacher's lesson plan. The definition 
states that the job instruction sheets are prepared for the use of students. 
They represent entirely an assignment of educational problems calling for a 



44 

solution by the boy or girl. The lesson plan is a teacher's outline of pro- 
cedure and as such is never placed in the hands of the pupil. The subject 
matter aspects of a lesson plan also bear the same relation to the course of 
study as the job instruction sheet. In both instances they evolve from the 
course of study which in turn is worked out from the occupational analysis. 
The simple accompanying chart will show the relationship. 



Occupational AaaJysi^ 
I 



Course ot Iristruotioa 



Teacher 5' 
Le65oa Plarvs 



5tuclervt5' 
Ualt Instruotlort Shteets 



The immediate objective on each sheet. A factor making for the success of 
individual instruction material is the proper statement of the objectives. A 
proper stating of objectives necessitates the wording of them in such a clear 
and concise manner that they will be readily comprehended by the student. 
An involved, wordy objective or aim is confusing and wasteful of time both 
on the part of the pupil and on the part of the teacher. A study of the 
type sheets shows that each objective has been carefully worded and meets 
the above standards. It is also deemed advisable to always place the ob- 
jective at the beginning of each sheet and set it off in a manner to give it 
prominence. 

Each sheet also has an objective other than the immediate or job objec- 
tive, which may be designated as the general or remote objective. 

The general or remote objective. The general or remote objective of every 
sheet, every lesson and every course is to augment the general education of 
the pupil. Much of the work in English and the social sciences is given for 
general education purposes. The general or remote objective will not be 
stated on the individual instruction sheet as it is clearly recognized that 
instruction in English, mathematics, science, hygiene and social sciences is a 
part of all courses — industrial, commercial and homemaking. 

The class period as the unit of organization. A unit of instructional mater- 
ial organized so as to be put over in the duration of a class period and in 
terms of the approximated ability of the members of the class is recom- 
mended. Any of the type instruction sheets will illustrate this recommenda- 
tion. In the case of the construction of the miter box the first unit in- 
struction sheet had to do with the getting out of the rough stock and dressing 
it to specified dimensions. As one of the first lessons in carpentry this unit 
would entirely consume the time of a class period. The second unit sheet 
used in connection with the construction of the miter box involves the as- 
sembly of the three dressed pieces of stock, the laying out of the miter cuts 
and finally, making the miter cuts. It will be found that the three opera- 
tions indicated require approximately the entire time of an average begin- 
ning student for one class period of from 60 to 90 minutes of actual working 
time. 

The type unit instruction sheets for the machine shop project are devel- 



45 

oped in the same manner as the sheets for the miter box. Succeeding sheets 
will have to do with the centering and rough turning of the shank of the T 
rest bracket; the finish turning of the shank and the facing of the hubs; 
and with the rough and finish boring of the hub and the dfilling and tapping 
of the boss on the hub. 

Each one of the several type sheets has been organized on the above plan. 
The principle involved is as applicable to homemaking, commercial work or 
agriculture as to industrial activities. The other method of organization 
that might be used can be illustrated by the selection of a library table as a 
project. The operations involved in this job would be listed on the sheet 
somewhat as follows: (1) get out rough stock, (2) joint stock for top and 
glue, (3) dress legs and rails to size, (4) lay out mortises and tenons or dowel 
centers, (5) cut mortises and tenons or bore dowel holes and glue in dowels, 
(6) fit and glue rails and legs. (7) etc. to completion. It is recognized at a 
glance that each one of these steps involves enough to occupy the time of a 
student for a period or more and that the statement, cut mortises and ten- 
ons, means nothing to a person to whom the work is new. This implies 
then that when instruction sheets are prepared for the use of beginners 
rather complete directions must be given or an opportunity afforded the 
learner to develop the procedure he is to follow. 

The discussion under the topic, "The class period as the unit of organi- 
zation," has attempted to indicate that for the most effective use of individ- 
ual instruction material such material must be set up to cover approximately 
a class period of work. It more nearly insures a specific piece of work being 
done in a given class period. It provides a given educational problem to be 
solved and the student will approach it with assurance and understanding. 

The material entering into the makeup of the unit instruction sheets. All 
the material placed on any sheet is subject matter selected from a course of 
instruction. Subject matter may be broken up to include, in the vocational 
education fields under discussion, (1) the manipulative aspects, and (2) se- 
lected related information. The relation of the two aspects may be deter- 
mined by considering a few simple rules, as follows: 

1. All work offered with the specific objective of developing trade skills 
will emphasize the manipulative aspects. Industrial work in a unit 
trade school, an evening or part-time trade preparatory or trade e^f- 
tension course are examples. The related information is incorpor- 
ated as a part of the instruction to enable the student to more intel- 
ligently accomplish the manipulative work. 

2. All work offered with a vocational guidance objective or with a desire 
to present to the student a broad understanding of vocations and the 
economic factors pertaining thereto and other general topics of a sim- 
ilar nature will emphasize the informational aspect. Examples of 
this type of organization would be found in sheets prepared for use 
in the junior high schools, industrial arts departments and in some of 
the work for younger pupils in the continuation schools. The prac- 
tical work is offered to emphasize and vitalize the essential informa- 
tional aspects. 

It will be found that it is not possible in all instances to utilize the prac- 
tical work as the core of the individual unit. It is suggested that it be made 
such wherever a natural correlation is possible. Unnatural and forced 
correlations create wrong impressions and often result in questionable infor- 
mation and should be shunned by all teachers. 



46 

A study of all the type instruction sheets shows that there is on each a 
practical piece of work of some kind to be undertaken by the student. Ac- 
companying the statement of what is to be done is a list of operations to be 
performed. Then on the informational side is the mathematics, science, 
topics concerning tools, materials, drawing, design, economic, social and vo- 
cational guidance aspects, safety and accident prevention, as well as Eng- 
lish, civics and industrial history which may or may not be closely corre- 
lated. The range and extent of informational subject matter is determined 
by the objective of the instruction for which the sheets have been prepared. 
The development of the continuation school movement in New York has 
led to an effort to incorporate on each instruction sheet the practical work 
with its immediately related subject matter and also the English, civics, 
industrial and American history. The plan recommended for the other 
forms of vocational work does not include the purely academic subjects and 
therefore does not represent as formidable an appearing individual sheet. 

Any plan of individual instruction must provide for drill exercises in cer- 
tain fundamentals. This is especially true in the preparation of unit sheets 
for vocational classes. For example, a certain unit of instruction for use in 
the homemaking, commercial or industrial class involved the use of a small 
amount of mathematics but it is thought that the pupil may not be able to 
make the necessary computations. It is therefore essential that some drill 
work be given that will prepare the boy or girl to solve the mathematical 
problem. A similar situation also arises in the matter of instruction in 
English. The essential drill material should be incorporated on each in- 
struction sheet or on accompanying drill sheets. In using drill material of 
any kind it is advisable to have pupils understand the purpose of the drill 
work and its relation to problems confronting them, and at all times to have 
the exercises short and varied. 

Conclusions that may be drawn from the discussion of the material enter- 
ing into the make-up of the individual sheets are : 

1. Utilize the manipulative aspects as the core of the subject matter for 
individual instruction sheets which have for their objective the devel- 
opment of trade skill. 

2. Utilize the informational aspects as the core of the subject matter 
for individual instruction sheets which have for their objective the 
development of technical knowledge. 

3. Correlate the related information with the manipulative or informa- 
tional aspects only in cases where a natural correlation may be 
effected. 

4. Unit sheets for use in part-time or continuation classes may well in- 
corporate the manipulative, the related informational and the re- 
quired academic aspects. 

5. Drill material is an essential part of each unit instruction sheet. 
Form of the assign4nents on the unit instruction sheets. It must be borne 

in mind that unit instruction sheets are for the use of the student. All ma- 
terial placed on the sheet should be of such a nature and in such form as to 
result not only in doing but also in thinking on the part of the student. If 
the teacher holds to this principle, he will not organize the factory job sheet 
type of material, which may otherwise appear for any of the vocational 
fields. 

An analysis of the type sheets may lead to a belief that the manipulative 
aspect of the material is merely a series of directions for carrying on a number 
of operations. Beginning sheets for new students may rightfully incor- 
porate rather specific directions for doing a given piece of work. This will 



47 



accustom students to the habit of following a set of directions and also insure 
that they will get under way on their particular assignments with the min- 
imum loss of time. 

Succeeding sheets should be so prepared as to require the student to as- 
sume the responsibility of working out for himself the sequence of operations. 
If he uses at first sheets which have complete standard practice instructions 
and then is advanced to sheets which compel him to plan for the most part 
the operations in their proper order, the approved mode of procedure for 
working out sets of unit instruction sheets will have been established. For 
an illustration of this procedure the reader should turn to the two instruc- 
tion sheets organized for the construction of the miter box. The first sheet 
gives explicit directions for the dressing of the rough stock to given dimen- 
sions; the second merely indicates the major operations of locating centers 
for screw holes, boring screw holes, etc., leaving the details of the various 
operations for the student to fill in and have checked by the teacher before 
proceeding with the job. In no case is it wise for a teacher to permit pupils 
to guess at the operation sequence to be followed, but rather, the pupil 
should be allowed to work out the proper order only after some assistance on 
the part of the teacher in the form of a demonstration or after referring the 
pupil to sources of information such as charts or books. A safe general 
procedure to follow is to refer students at all times to handbooks, references 
or to other sources of help even though the teacher has given individual 
assistance. 

Accompanying the manipulative aspects on each sheet are the related as- 
pects of drawing, design, mathematics, science, safety and hygiene, voca- 
tional guidance material and all other essential content which will enrich 
the practical jobs. This material should always be_ incorporated on the 
sheets in such a concise and definite manner as to indicate immediately 
what is required of the student and the source of information that will assist 
him in the solution. 

A summary of the discussion on the form of assignments on the individual 
instruction sheets includes the following: 

1. Unit instruction sheets are specific assignments of educational prob- 
lems requiring solution by the student. It is not a teacher's lesson 
plan. 

2. The first sheets placed in the hands of the students should give ex- 
plicit directions for work and study ; succeeding sheets should require 
the student to assume the responsibility for solving the complete 
problem. 

3. Unit instruction sheets, if they are to be educational to the fullest 
extent and not mere factory job sheets, must afford the fullest possible 
opportunity for self activity on the part of the student. 



48 



CHAPTER II 
THE TEACHING PROBLEM IN VOCATIONAL CLASSES 

AND THE 
NEED FOR UNIT INSTRUCTION SHEETS 

1. The Teaching Problem in the Continuation School 

The children enrolled in the part-time schools are not homogeneous. 
They come from many kinds of homes, represent all types of mentality, all 
the degrees of school progress, many and varied interests and capacities, are 
engaged in occupations widely dissimilar in character and have entered 
school at irregular periods. Confronted with this situation and the fact 
that the majority of these children are employed in juvenile occupations and 
need personal counsel and guidance, it becomes imperative that a great part 
of the instruction in part-time schools shall be individual in character. The 
problem is the same in all departments of the continuation school. The 
fact that some children are enrolled in commercial, some in homemaking 
and others in industrial work does not affect this conclusion. 

It is also imperative, due to the short period devoted to the formal in- 
struction, that all teaching material be thoroughly organized and specifically 
prepared, in so far as it is possible, to anticipate the needs of these young 
people. Every hour in school should be productive of definite individual 
progress toward a determinate individual objective. 

2. THE TEACHING PROBLEM IN DAY INDUSTRIAL 

OR 
TECHNICAL SCHOOLS 



The problem of teaching the shopwork and technical subjects in the day 
schools presents similar situations to those found in the continuation school. 
It is true that the students in these classes are more homogeneous in many 
respects and that the beginning instruction in some of these classes may be 
organized for teaching on a class basis. Each day that the class meets 
results in a gradual disintergration of the class organization, then the group 
organization until finally the original class is made up of individuals or 
groups of one, two or three pupils at work upon different problems and prob- 
ably each at different stages of progress. Class instruction under the con- 
ditions described above cannot be in terms of the varying problems con- 
fronting the individual pupils. Class instruction can only be offered in 
what may be termed the "core material" which is common to the needs of 
all members of the class regardless of the specific problems they may be 
working upon. The situation pictured in this paragraph is common in the 
industrial classes and in the technical classes. The teacher's problem clear- 
ly is to provide instruction at all times and under such conditions that every 
individual pupil may progress in the subject as rapidly as he profitably can. 



49 

3. The Teaching Problem in Industrial Arts Classes 

The objectives of the industrial arts shopwork and drawing are less specific 
than similar work in the day industrial schools but nevertheless the immedi- 
ate problems of teaching encountered from day to day are alike. It is a 
physical impossibility to keep all the members of the class at one level or 
stage of progress. If the teacher attempts to adjust the rate of the in- 
struction to the needs of the majority, the exceedingly good and the very 
poor pupils suffer. Many industrial arts teachers have had a feeling that, 
if the organized instruction were partially meeting the needs of from fifty to 
seventy-five percent of the members of the class, a satisfactory piece of 
teaching was being done. Properly organized unit instruction sheets pre- 
pared from the industrial arts viewpoint will increase the effectiveness of the 
teaching and the range of accomplishment by the particular members of 
such classes. 

4. The Teaching Problem in Commercial Classes 

The content of the commercial subjects from the teaching standpoint may 
be classified under two general headings (1) the technical or manipulative 
side or aspect and (2) the general or informational side or aspect. In this 
respect the subject matter of commercial instruction is not a great deal 
different from the subject matter of industrial education or the other vo- 
cational fields. The subject of general office practice including as it does, 
filing, indexing, cataloging, use of numerous machines, typewriting and book- 
keeping, involves teaching problems not differing to an appreciable degree 
from those confronting the industrial teacher, the homemaking teacher and 
the teacher of agriculture. 

It is not conceivable that a commercial teacher can at all times keep a 
class of twenty pupils together on a given assignment for any great length 
of time. The teaching of the unit of instruction on filing will illustrate 
this point. Twenty pupils start together but at the end of the first day the 
class is divided according to progress into approximately three groups. At 
the beginning of the second day the teacher may still be able to conduct the 
work on a class basis and present and develop the new information for that 
day's work, but each succeeding day witnesses a wider divergence as to 
progress of the individuals in the class. Instruction offered on a class basis 
after the first few periods and until the completion of the unit is not effective 
for the slower members nor for those making the most rapid progress. 
Group and individual instruction methods should enter at this stage and 
must be employed if the most effective results are to be attained. Teachers 
are sometimes able to provide for the more rapid workers of the class sup- 
plementary problems without taking up an advanced topic, but very often 
these added problems are merely a subterfuge to check progress and not 
instructional material of most value to the student. Facing very frankly 
the teaching situation in a commercial subjects classroom, it appears that 
well organized instructional units available for the use of individual students 
or groups of students will provide instructional material for all types of pu- 
pils usually found in a class. 

It is recognized that at one stage in the development of commercial educa- 
tion the theory of individual instruction was commonly adhered to. It is 
well known that both the private and public school made extensive use of 
the idea and in numerous instances many abuses occurred. A study of 
these practices indicates very plainly that the elementary principles of good 



50 

teaching were not observed and instead there existed a mechanical routine 
of conducting so-called instruction. Failure to recognize that good individ- 
ual instruction is based on the same fundam.ental principles of psychology 
as good class teaching brought the entire method into deserved disrepute. 
The present tendency in modern education to better classify students, to 
provide better prepared teachers and finally to so organize instruction and 
present it as to afford educational opportunities to pupils in terms of their 
ability and individual needs will result in a modification of existing practices 
in present day classrooms. 

5. The Teaching Problem in Homemaking Classes 

Homemaking is recognized as a composite occupation. Teaching the 
essentials of homemaking in a school or class is now approached from the 
standpoint of the actual work of the practical homemaker. Schools are 
equipped and provided with the facilities that enable teachers to approx- 
imate the real situation and to present instruction in numerous units. 

The problem of teaching the preparation of meals is a pertinent illustration 
of the present trend in homemaking education. Kitchens are commonly 
installed on a group unit kitchen plan that reproduces actual working con- 
ditions in the home and provides an opportunity in the school for a large 
variety of activities at any given period. An example of this is the project 
of preparing a breakfast which an entire class may be working upon during 
a given class period. This project is broken down into lessons on prepara- 
tion of fruit; cereal; eggs, ham or bacon; toast and a beverage. The girls 
assigned to each lesson and unit of equipment have the preparation of one 
or more portions of the breakfast. The teacher may have presented ele- 
ments of subject matter common to all the groups and then made the specfic 
assignment of problems. Common elements may mean in this specific il- 
lustration such topics as, constituents of a good breakfast and reasons for 
the selection of each, general directions concerning the use of common equip- 
ment and other topics of a similar nature. The teacher's specific task after 
making the assignments is one of getting all the students immediately busy 
upon profitable work. It is not possible for an instructor to attend to the 
immediate needs of all of the students and therefore it is very desirable that 
some supplementary agency or device be utilized. The unit instruction 
sheet for each type of work that the groups are to undertake, with specific 
assignments and problems to be solved, will serve to eliminate unnecessary 
waste of students' time and occupy each one upon profi.table work. 

At certain stages in the working out of the various units students find that 
the manipulative aspects are completed for the time being and unless the 
teacher has made provision for further instruction a loss of time ensues. 
The unit instruction sheets may be so organized as to meet this situation 
through the inclusion of assignments covering related informational prob- 
lems. In this way good use may be m,ade of all the class time. 

Teachers of homemaking also have a difficult problem in directing and 
assisting students in home project work. A random assignment of a general 
nature to a girl to work upon, given in connection with home duties and 
coupled with a loose method of checking or evaluating the accomplishment, 
is questionable educational procedure. An instructional unit for use with 
home projects which provides specific directions, or an opportunity for the 
student to plan the procedure for performing certain homemaking duties, 
accompanied by a definite assignment of related problems in the field of 
homemaking will result in directed purposeful activity. 



51 

6. The Teaching Problem in Agricultural Classes 

The teaching of agriculture involves two outstanding problems: (1) pro- 
viding instruction that recognizes individual differences on the part of the 
students, (2) insuring to all students profitable educational experiences as a 
result of the practical projects. Individual differences involve a number of 
variable characteristics on the part of students- that must be recognized by 
every teacher, including interests, desires, previous education, ability to as- 
similate new ideas and to undertake and carry through projects. Profitable 
educational experiences in the field of agricultural education are now recog- 
nized as including more than a text or reference book study of the problems 
of the farmer. The project method has tempered the class and laboratory 
procedure and is bringing into the school the practical aspects that enter into 
and make up the life of the rank and file of successful farmers. 

The immediate problem of the agricultural teacher is to select and organ- 
ize instructional material that may be used to educational advantage by 
each member of the class. The slow, the mediocre and the bright student 
must be provided with material that will insure thorough progress as fast 
as he is able to make it. The core of subject matter common to all mem- 
bers of the class should be offered to all at a stated time in the class period. 
Group and individual instruction must also be provided for during the class 
period in recognition of the individual differences. Unit instruction sheets 
will assist the teacher and supplement his efforts. 

Projects whether classified as a part of a high school program of agriculture 
or as a junior venture are by their very nature individual in character. It 
may be true that a local school is situated in a section of the country where 
specialized agriculture predominates but even so it will be found that stu- 
dents have selected a wide range of projects. The teacher is confronted 
with the necessity of assisting, directing and checking the students ou a 
number of different projects. Any device that will enable him to more 
fully realize the objectives of project work has a place in the teaching 
method. 

Instructional units, organized about the educational elements of the in- 
dividual projects, that include a full opportunity for the student to develop 
■ his own procedure under guidance and to solve the essential problems will 
strengthen the entire project program. 

7. The Teaching Problem in Evening Trade Extension 

and Homemaking Classes 

The entire evening school problem of instruction is one of individual 
teaching. The classification of students is made upon the basis of trade or 
occupation but this throws into each group individuals differing in previous 
education, scope of occupational training, educational desires, length of time 
to give to evening work and numerous other characteristics. Much class 
instruction under these conditions is futile and the teacher is confronted 
with the problem of providing instruction of some form that will function 
at once with individual members of the class. Instruction that does not 
meet the above standard usually bears immediate fruit in that the member- 
ship of the class disappears. 

Successful evening school instruction necessitates a wealth of prepared 



52 

teaching material, organized in units which have content, sources of infor- 
mation, operations and other educational essentials. Stated specifically 
the evening school teachers should be in a position to offer upon demand 
many short courses, such as the following: ten units to carpenters in stair- 
building, fifteen units to sheetmetal workers in layout work, ten units to a 
worker in machine shop on the milling machine, fifteen units to a pattern- 
maker in blueprint reading. 

Readiness to meet the night school problems requires that all the ten, 
fifteen or twenty night units be broken into smaller graded units of approxi- 
mately the amount of Vv^ork that can be accomplished by a pupil in a given 
class period. Each smaller unit may well consist of directions for under- 
taking a given job with accompanying reasons or sources of information 
pertaining to the reasons or operations involved. Unit instruction sheets 
have a most decided place in the evening trade extension and homemaking 
classes. 

8. Summary of the Need and Place of Unit 

Instruction Sheets in Vocational Classes 

An analysis of the teaching problems in continuation, industrial, home- 
making, evening, industrial arts, commercial and agricultural classes shows 
specifically the presence of common elements in all. They may be sum- 
marized as follows : 

1. The membership of the classes consists of students of varying inter- 
ests, desires, and capabilities which tends to make class instruction a 
vehicle only partially effective in teaching. 

2. The practical aspects of the vocational subjects do not lend them- 
selves well to class instruction and necessitate organization on a 
group or individual basis. 

3. A range of work is always in progress in vocational classes which re- 
quires that the teacher spread his efforts so that he may reach each 
member of the class. 

4. The wide range of student activities in progress frequently results in 
loss of time to the student due to the inability of the teacher to render 
immediate assistance. 

5. Instruction in vocational classes that does not reach one hundred per- 
cent of the students to the fullest degree of their ability to assimilate 
is not effective teaching. 

6. Organized unit instruction sheets are presented as agencies that will 
at all times supplement the educational efforts of the teacher and pro- 
vide the student at any stage of his progress with the necessary guid- 
ance, assistance and sources of information that will insure the most 
profitable use of time and effort. 



53 

CHAPTER III 
THE EFFECTIVE USE OF UNIT INSTRUCTION SHEETS 

1. Suggestions on Organizing the Class 

It was stated in a previous chapter that class instruction should always 
be used when it was certain that all the members of the class would profit to 
the fullest possible extent. It is decidedly an economy of time and effort 
to offer instruction to the largest possible group. If all the members of the 
class can use with profit the samxC unit instruction sheet in a given lesson it 
is then highly desirable that they do so. This condition will be found to be 
a rather unusual one if teachers clearly recognize the differences among the 
members of their classes. The natural tendency will be to use the class 
method because it is the easiest from the teaching standpoint. 

If it is found that the same unit sheet cannot be used with all the members 
of the class then the teachers procedure is to group the students according 
to stages of progress and ability and use separate sheets for each group. It 
will also be discovered that certain individual members of the class cannot 
be placed in any group, a situation that will require the assigning of different 
unit sheets to individuals. One of the first problems of any teacher is the 
classification and grouping of the members of his class. Following the or- 
ganization of the class arises the problem of instruction. Individual in- 
struction has no place if group instruction may be used to just as good advan- 
take, likewise group methods have no place if class instruction can be used 
as effectively. A guiding principle for every teacher should be, organize 
the entire class program, so that you may be available to render the greatest 
amount of help, assistance and guidance to the individual members of the 
class. 

2. The Place of Class or Group Discussion 

There is a place during every class period for a class or group discussion of 
common elements of the instructional material. In the shops, homemak- 
ing laboratories and commercial rooms this discussion may be based on a 
study of materials, supplies and equipment, common practices or procedure 
and topics of a similar character. It will be particularly noted that in the 
. type units of shopwork presented in this book, provision has been made for 
a demonstration and discussion of the involved problems, before the mem- 
bers of the class or group undertake their particular assignments. This 
discussion should in no sense be limited to the operations involved in per- 
forming a certain task but may well include the related informational topics 
of science, drawing, mathematics, management and others. It is recom- 
mended that class or group discussions be short, preferably not longer than 
fifteen or twenty minutes and so planned as to present one, two or three very 
essential things with an opportunity for the student to participate in their 
development. It is not complete unless the teacher or the students sum- 
marize the discussion and thereby clinch the essential points. A sum- 
mary made by the students should indicate to a teacher the effectiveness of 
the instruction and thus serve as a checking device. 

It is especially appropriate that the work offered in the entire group of 



54 

social sciences and portions of hygiene be presented in the form of class work 
involving general participation by all the pupils. This recommendation 
has been made in the form of a note on the majority of the type unit instruc- 
tion sheets. 

It may seem that rather too much written work is required of students for 
their notebooks. Whenever a sufhcient number are engaged on the same 
problem, some of the questions that are given for answering in the notebooks 
may well be used for class or group discussion, thereby increasing their inter- 
est. On the other hand, the student who works alone on a problem is in- 
sured thru the use of the unit instruction sheet the necessary help and 
information. 

3. Assigning Work to Students 

The assignment of educational work to students is one of the essential el- 
ements of good teaching. Clear, concise and well defined assignments of 
problems to be solved by the student require thought and time on the part 
of the teacher. The unit instruction sheet idea has been thought out and 
advanced with the difficulties of the assigning problem well in mind. A 
study of the type sheets shows that they consist for the most part of assign- 
ments of one problem after another, with accompanying sources of informa- 
tion to assist in their solution, and directions for recording the results of the 
effort. 

The form of the assignments in some instances in the type units, especially 
for the manipulative work, appears to be entirely directive and affords small 
opportunity for the self directed activity of the student. This practice is 
justifiable only in the very early sheets and should gradually be eliminated. 
Most sheets should require that the student, under the guidance of the 
teacher, work out the procedure to be followed. 

The method of assigning unit sheets may be better understood through an 
illustration. The first fifteen or twenty minutes of the class period may be 
devoted to a demonstration and discussion of fundamental equipment to be 
used by all the students in some one of the problems that they are to work 
upon. This is followed by the passing of selected unit instruction sheets 
to individual members of the class who then proceed to take up their work. 
It is reasonable to expect that if the class is not a beginning one that it is 
divided into two, three or four groups according to progress. In some in- 
stances it may be necessary for the teacher to take a small group and offer 
assistance, at other times all will get under v/ay with little help. If the 
assignments meet the standards specified in the first paragraph, even though 
the teacher may give some time to one particular group, the other groups are 
able to proceed. Under the unit lesson organization there is little excuse 
for the student coming to the teacher with the statement, "I have finished 
this piece of work, what shall I do next?" What to undertake next should 
be clearly indicated on each sheet and when the student understands the 
requirements that are specified thereon much of the delay and loss of time 
so prevalent in classwork will be eliminated. 

4. Responsibility of the Teacher when Unit Instruction 

Sheets Are Used 

It has been said that unit instruction sheets are specifically for the purpose 
of supplementing the efforts of the teacher and thus enabling him to render 



55 

greater assistance to individual members of the class. The sheets 
in no way lessen the responsibility of the teacher for giving personal help 
and assistance to students. If the sheets merely serve as directions for 
work, the instruction becom.es formal and distinctly unnatural. It must 
always be remembered that these sheets are educational instruction sheets 
with the emphasis upon the educational side. If they are not so prepared 
and used they will degenerate into factory job sheets. 

Unit instruction sheets, if they are to be used effectively, should not be 
distributed to students in an indiscriminate manner. Teachers should en- 
deavor to become as fully acquainted with the individual needs of the stu- 
dents as possible and on the basis of this knowledge allot sheets to meet 
their specific needs. In many instances it will be found that the learner 
can profitably undertake the practical work outlined on the sheet but is not 
able to solve some of the related problems dealing Vv^ith science, mathematics, 
management and other similar fields. It is recommended in cases of this 
kind that supplementary drill work or preliminary assignments be incor- 
porated as a part of the sheet, or be developed as separate sheets to accom- 
pany any unit sheet. 

It is very apparent that notwithstanding any agency or device which may 
be utilized, it will always be necessary for the teacher to render assistance 
and to encourage and develop on the part of the student ability to attack 
and carry through educational problems. The teacher as he works, passing 
from one student to another, must utilize the same pedagogical principles he 
would employ with a class. Individual instruction is frequently criticized 
because of the failure of teachers to employ sound teaching methods; this 
is due in many instances to a desire to short-circuit the teaching-learning 
process or to a lack of understanding of the importance of the laws of teach- 
ing. Good individual teaching requires the use of the same pedagogical 
principles as good group or class instruction. The use of unit sheets adds 
to, rather than lessens, the responsibility of the teacher for close follow-up 
work, individual help, careful checking of results and recording of accom- 
plishment. 

5. The Place of Reference and Note-book Work 

The type unit instruction sheets include very frequent assignments for 
study and numerous references. It is ver^^ desirable that students should 
become acquainted with sources of information and accustomed to making 
a practical use of them. Every vocational classroom should be equipped 
with a small, carefully selected working library of standard references, trade 
and technical journals, house organs and other publications pertaining to 
the immediate subject. 

The note-book is also an essential of the unit instruction plan and should 
be required of all students. Teachers should standardize the form and set 
up certain requirements as to the appearance and the minimum content. 
The method of collecting the material, and its extent and scope beyond the 
minimum requirements, should be left entirely to the initiative of the in- 
dividual student. Assistance and some direction from the teacher should 
insure the note-book being an organized collection of valuable educational 
material, one in which a great deal of pride may be taken by the boys and 
girls, and not as it sometimes happens a voluminous scrap book of miscel- 
laneous material of rather questionable value. 



56 

6. Physical Factors Having a Bearing Upon the Use of 
Unit Instruction Sheets 

Effective use of unit instruction sheets requires that provision be made in 
every shop, drawing room, laboratory or other classroom for the use of ref- 
erence material and the preparation of note-book work. This means that 
there should be in the shops and cooking laboratories one or more tables 
where students may work out their assigned problems. In the book work 
classrooms it may be desirable to use small tables which may be placed 
together for general classwork and moved apart for the purpose of group 
work. 

The vocational classes should not be larger than eighteen pupils. Classes 
larger than the size indicated cannot be conducted so that all the members 
will receive instruction in an effective manner. 



7. Unit Instruction Sheets for Emergency Situations 

Every class teacher will be confronted from time to time with the problem 
of assigning an emergency piece of work to a student. It is customary to 
pick the most capable students for this purpose and set them at the work 
with the minimum of direction and assistance. An opportunity is thereby 
frequently lost to develop the educational content of the emergency assign- 
ment. 

It is suggested that teachers prepare, if it is at all practicable, for each one 
of the emergency problems a skeleton unit instruction sheet that will serve 
as a guide to the student charged with the solution of the problem. It may 
be required of the student that he enlarge the m.eager outline indicating 
thereon his own procedure. If this practice is followed by teachers mere 
mechanical jobs will very frequently yield a rich educational content. 



8. Recommended Form for Making Up Unit Instruction Sheets 

Unit instruction sheets may be set up in a number of different forms. It 
is desirable that they should be compact and if possible bring to the attention 
of the students the entire problem without requiring him to turn numerous 
loose sheets. Heavy tag board folders, which are used as standard equip- 
ment in office files, have much to recommend them. Blue prints or mimeo- 
graphed sheets may be mounted on the four sides of the folder and the 
student is able to see at a glance the extent and nature of his problem. The 
folder also serves to protect the instructional material and puts it in con- 
venient form for filing purposes. 

Shop teachers may find it preferable to incorporate the entire assignment 
on a blue print. One half of the print may be devoted to the drawing, and 
the other half to specific assignments or problems pertaining to related in- 
formational topics. The form is not of vital importance so long as the 
student is given an educational assignment and the proper assistance for 
accomplishing its requirements. 




57 

9. Summary of the Essential Factors to be Observed in 

Using Unit Instruction Sheets 

The essential factors having a direct bearing upon the effective use of unit 
instruction sheets may be briefly summarized as follows: 

1. It is very essential that every teacher recognize individual differences 
among the members of the class and on this basis organize and pre- 
sent the instructional material. 

2. If all the members of the class can profit to the fullest possible extent 
from the instruction outlined in a given sheet the teacher is justified 
in offering it to the class as a whole. 

3. The teacher following the principle that class instruction should al- 
ways be organized and presented to the largest possible group that 
may profit by it will find that certain members of the class cannot be 
grouped and will require individual attention. 

4. There is a place in every class period for well planned discussion or 
demonstrations participated in by the class as a whole or by groups 
of students. 

5. Assignments and directions for work on the first sheets should be very 
explicit and complete, but on succeeding sheets the directions may be 
gradually lessened and the responsibility for developing the pro- 
cedure placed upon the student. 

6. Individual instruction sheets increase the responsibility of the teacher 
for effective individual help and assistance, careful checking of results 
and the recording of accomplishment. 

7. Reference material and the organization of such material in well pre- 
prepared note-books are essential to the successful employment of the 
unit instruction sheet idea. 

8. It is very desirable that vocational classes be not larger than eighteen 
pupils and have such equipment as will provide for class or group in- 
struction, and also permit of study and note-book work being satis- 
factorily accomplished. 

9. Emergency problems not a regular part of a course of instruction 
should be presented to a student in the form of a skeleton unit in- 
struction sheet. 

10. Individual instruction sheets should be very compact and if possible 
bring to the attention of the student the entire problem in a compara- 
tively small space. 



58 

CHAPTER IV 
SUMMARY OF THE VALUE OF UNIT INSTRUCTION SHEETS 

1. Scope of the Plan 

The unit instruction sheet plan is applicable to all the forms of vocational 
education. Its application to other fields while just as pertinent will not 
be discussed. As the need for unit instruction sheets has developed, it is 
very apparent that one of the practical difficulties lies in the preparation of 
the organized units. The amount of work involved for any one teacher is 
considerable, but with many teachers contributing to the task of organizing 
material it is very far from being an impracticable scheme. A great deal of 
material which can be used is available in reference and text books, courses 
of study, drawings and lesson plans, and only needs a re-organization to be 
usable under conditions which are more advantageous to the student and the 
teacher. It is quite true that many subjects may require the preparation 
of a hundred or more unit sheets but this is neither alarming nor discourag- 
ing. The rank and file of teachers are at work upon the problem, as well as 
individuals in teacher training institutions, and this work will result in the 
producing of a mass of usable material. 

2. Results That May be Expected from the Use of Unit 

Instruction Sheets 

The entire discussion covered by the monograph has attempted, (1) to 
show good type unit instruction sheets for a variety of fields of work; (2) to 
analyze the type sheets and indicate the elements to be considered in their 
organization; (3) to show the positive need for unit instructional material 
in the various vocational classes ; and (4) to offer practical suggestions for 
making the most effective use of the prepared sheets. 

The results which may be expected from the use of the unit instruction 
sheet organization will place added emphasis on the outstanding factors of 
the entire plan. It is very desirable to first recall the definition of a unit 
instruction sheet, which stated that it is a unit of a body of organized teach- 
ing material that has been prepared for the student to use in such a way as 
v/ill insure the greatest amount of directed individual progress. An anal- 
ysis of this statement indicates that the need of the individual pupil is the 
keynote of the entire plan. Its prime purpose is to have organized educa- 
tional material ready for use at all times which will fully and completely 
supplement the efforts of the teacher working with individual members of 
the class. 

It is planned and expected that its intelligent organization and use will 
fully provide for the individual differences that are ever present among the 
membership of any class. It will enable teachers to provide profitable 
instruction suited to the slow, the mediocre and the exceptionally bright 
students. Each sheet consists of concise, well prepared assignments stated 
so as to be fully understood by the pupil and involving a range of practical 
and informational problems which will occupy him most profitably. It 
should eliminate to a very large degree loss of time and effort on the part of 
both student and teacher. Whether the sheet is used for general class- 



59 

work, or as the basis of group instruction, or as individual material is some- 
thing for each teacher to determine. The standard that teachers should 
employ to determine the use of the sheets is to present the instruction to the 
largest group that will receive the maximum of benefit therefrom. Class 
instruction reaching and serving only sixty or seventy percent, or any num- 
ber less than the entire membership, is not successful work. 

The usefulness of the unit instruction sheet is not confined to any one 
field of vocational activity. The principles followed in its organization are 
applicable to all the recognized types of vocational education being con- 
ducted in public schools. The serviceableness of the plan extends beyond 
the actual classroom and has much to commend its adoption for general use 
in connection with home project work in its various forms. When all is 
said and done the entire plan is solely to increase the effectiveness of the 
work of the teacher and thereby insure to the individual student the fullest 
degree of educational progress. 

3. Bibliography 

The following bibliography has been prepared to indicate the teacher's 
sources of material which may be used in the preparation of individual in- 
struction sheets. Little or no instructional material has as yet been organ- 
ized in individual instruction sheet form. 

Shop Work 

How to Build an 8-inch Grinder, South Bend Lathe Works, South Bend, 

Indiana 
How to Make an 8-inch Bench Lathe in the School Shop, South Bend 

Lathe Works, South Bend, Indiana 
How to Run a Lathe, South Bend Lathe Works, South Bend, Indiana 
Sheet Metal W'ork. Trew and Bird, Verne A. Bird, 13 Elizabeth Street, 

Utica, N. Y. 
Instruction Manuals, The Committee on Education and Special Training, 

War Department, Washington, D. C. 

No. 3. Sheet Metal Workers 

No. 4. Carpenters 

No. 2. Auto Mechanics and Auto Drivers 

No. 8. Machinists 

No. 5. Telephone Electricians 
Trade Foundations Based on Producing Industries, Guy M. Jones Com- 
pany, Indianapolis, Ind. 
A Manual of Shoemaking, Dooley, Little Brown and Company 
The Machinists Trade, Bulletin No. 52, Federal Board for Vocational 

Education, Washington, D. C. 
A Survey and Analysis of the Pottery Industry, Bulletin No. 67, Federal 

Board for Vocational Education, Washington, D. C. 
Rehabilitation Monographs, Federal Board for Vocational Education 

No. 24. Inspection of Machine Parts I 

No. 54. Inspection of Machine Parts II 

No. 46. Sheet Metal Work 

No. 60. Auto Mechanics 3 

No. 6L Auto Mechanics 4 

No. 64. Printing 

No. 52. Painting and Decorating 



60 

No. 30. Handwork Necessary to Prepare Shoes for Machine Fin- 
ishing 

No. 31. Machine Work, Shoe Repairing II 

No. 58. Electricity — Annunciator Wiring 

No. 38. Painting and Decorating 

No. 29. Drafting 
Elementary Industrial Arts, Leon L. Winslow, The Macmillan Company 
Essentials of Electricity, Timbie, John Wiley and Sons 
Sheet Metal Workers Manual, Broemel, Frederick J. Drake & Co., 

Chicago 
Automotive Repair, Wright, John Wiley & Sons 

Vocational Printing, Polk, Guy M. Jones Company, Indianapolis, Ind. 
Elements of Plumbing, McGraw, Hill Book Company, New York 
Blueprinting, Friese, The Manual Arts Press, Peoria, 111. 
House Painting, Sabin, John Wiley &. Sons, New York 
Masonry, Baraham, Longman, Green & Co., New York 
Bricklaying, Scrimshaw, The Macmillan Company 
Printing for School and Shop, Henry, John Wiley & Sons 

Vocational Guidance 

Elementary Industrial Arts, L. L. Winslow, The Macmillan Company 
Trade Foundations Based on Producing Industries, Guy M. Jones Com- 
pany, Indianapolis, Ind. 
Opportunity Monographs, Federal Board for Vocational Education, 
Washington, D, C. 

No. 7. The Metal Trades 

No. 9. Oxy-acetylene Welding 

No. 25. Occupations in the Electrical Manufacturing Industries 

No. 15. Electrical Construction, Maintenance and Repair Occupa- 
tions 

No. 14. Electrical Employments with Utility Companies 

No. 8. Factory Woodworking Trades 
How to Choose the Right Vocation, Merton, Funk & Wagnalls Company 

No. 20. Occupations in the Automobile Manufacturing Industry 

No. 39. The Federal Civil Service as a Career 

No. 34. The Practice of Optometry and the Training It Requires 

No. 3B>. Show Card Writing 

No. 27. Leather Working Trades 

No. 31. Photography, Photo Engraving and Three Color Work 

No. 40. Electric Welding 

No. 32. Employment in the Jewelry Trade 

No. 23. Commercial Occupations 

No. 24. The Printing Trades 

No. 13. Concrete Construction and Cement Manufacture 

No. 35. The Garment Trades 

Mathematics 

Modern Applied Arithmetic, Neely and Killius, P. Blakiston's Son & Co., 

Philadelphia 
Printers Arithmetic, Woodfield, Chicago Typothetae School of Printing 
Mathematics for Shop and Drawing Students, Keal and Leonard, John 

Wiley and Sons 



61 

Practical Trade Mathematics, Moyer and Sampson, John Wiley & Sons 
Shop Problems in Mathematics, Breckenridge, Mersereau and Moore, 

Ginn & Co. 
Arithmetic for Carpenters and Builders, Dale, John Wiley & Sons 
Electrical Problems, Hooper Wells, Ginn & Company 

Drafting 

Mechanical Drawing Problems, Berg and Kronquist, The Manual Arts 

Press, Peoria, 111. 
Elements of Machine Design, Nachman, John Wiley & Sons 

Trade Science 

Applied Science for Metal Workers, Dooley, The Ronald Press Co., New 

York City 
Technology of Paint and Varnish, Sabin, John Wiley & Sons, New York 

Trade Terms 

Trade Foundations Based on Producing Industries, Guy M. Jones Com- 
pany, Indianapolis, Ind. 

Tools and Materials 

Trade Foundations Based on Producing Industries, Guy M. Jones Com- 
pany, Indianapolis, Ind. 
Commercial Raw Materials, Toothaker, Ginn & Company 

Safety and Hygiene 

Safety First for Vocational Schools, Bulletin 621, University of the State 
of New York 

Prevocational Education in the Public Schools, Leavitt and Brown, 
Houghton, Mifflin and Company 

Boston Compulsory Continuation School, Bulletin No. Ill, Department 
of Education, Commonwealth of Massachusetts, Bos- 
ton, Mass. 

Hygiene for the Worker, Tolman, American Book Company 

English 

Prevocational Education in the Public Schools, Leavitt and Brown, 
Houghton, Mifflin and Company 

Everyday English Writing, Stoddard, The Macmillan Company 

Boston Compulsory Continuation School, Bulletin No. Ill, Department 
of Education, Commonwealth of Massachusetts, Bos- 
ton, Mass. 

The Worker and His Work, Center, Lippincott 

Stories of the Day's Work, Davis and Getchell, Ginn & Company 

Aces for Industry, Steele, Ginn & Company 

Industry and Trade, Bishop and Keller, Ginn & Company 

Machine Shop Primer, Colvin and Stanley 

Four Great American Inventors, Perry 



62 



Elementary Industrial Arts, L. L. Winslow, The Macmillan Company 

Stories of Useful Inventions, Forman 

With the Men Who Do Things, Bond 

Stories of Inventors, Doubleday 

Heroes of Progress, Morris 

American Inventions and Inventors, Mowry 

Stories of Industry, American Book Company 

Industries of Today, Ginn &. Company 

Great American Industries, Rocheleau 

Story of Iron and Steel, Smith 

Oxford Industrial Readers, Cooke 

A Day with the Leather Workers 

A Day in an Iron Mine 

A Visit to a Cotton Mill 

A Day in a Ship Yard 

A Visit to a Coal Mine 

A Visit to a Woolen Mill 
The Saw in History, Henry Disston and Sons, Philadelphia, Pa. 



Social Science Subjects, American History, Industrial History, Civics and 

Economics 

Prevocational Education in the Public Schools, Leavitt and Brown, 

Houghton, Mififiin Company 
Elementry Social Science, Leavitt and Brown, The Macmillan Company 
Boston Compulsory Continuation School, Bulletin No. 1 1 1 , Department 

of Education, Commonwealth of Massachusetts, Boston, Mass. 
Economic History of the LTnited States, Bogart, Longmans, Green & 

Company 
Industrial History of the American People, Moore, Macmillan Company 
Industrial History of the United States, Coman, Macmillan Company 
A History of Industry, Osgood, Ginn & Company 
The Community and the Citizen, Dunn, D. C. Heath & Company 



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